- Lectures
- Discussion Groups
- Audio- visual presentations
- Labs- data collection, analysis, written report
- Critical thinking and problem solving
- Technology Assisted Learning
- Presentations
Specific content will focus on:
1. Motor Skill Acquisition
1.1. Motor learning, motor control and motor performance
1.2. Skills, actions and movements
1.3. Classification systems
1.3.1. Fine and gross
1.3.2. Discrete, continuous and serial
1.3.3. Closed and open
1.4. Motor abilities categorization and Individual differences
1.5. Measurement and assessment
1.5.1. Reaction time
1.5.2. Error measures
1.5.3. Kinematic and kinetic
1.5.4. EMG
1.5.5. Brain activity measures
1.5.6. Coordination measures
2. Motor Performance
2.1. Movement patterns
2.2. Stages of learning
2.3. Memory
2.3.1. Structure
2.3.1.1. Sensory
2.3.1.2. Working
2.3.1.3. Long-term
2.3.2. Forgetting
2.3.3. Strategies to enhance memory
2.3.4. Memory assessment
2.4. Attentional limited capacity
2.4.1. Selective
2.4.2. Multiple–task
2.4.3. Automaticity
2.4.4. Visual search
2.4.5. Attentional focus
2.4.5.1. Cues
2.4.5.2. Skill level
2.4.5.3. Environment
2.4.5.4. Task complexity
2.4.6. Arousal and anxiety
2.4.6.1. Inverted U theory
3. Motor Control
3.1. Neuromotor anatomy
3.1.1. Neurons
3.1.2. Central nervous system
3.1.3. Control of voluntary movement
3.2. Theoretical models
3.2.1. Information processing
3.2.1.1. Dynamic theory
3.2.1.2. Motor program theory
3.2.2. Ecological approach
3.3. Preparing a movement
3.3.1. Reaction time, response time, movement time
3.3.2. Factors affecting reaction time
3.3.2.1. Compatibility
3.3.2.2. Number of choice responses
3.3.2.3. Anticipation
3.3.2.4. Foreperiod
3.3.2.5. Psychological refractory period
3.4. Sensory contributions to motor control
3.4.1. Touch
3.4.2. Proprioception
3.4.3. Vision
3.4.4. Nervous system receptors
3.5. Spinal Cord
3.5.1. Sensory and motor pathways
3.5.2. Reflexes
3.5.3. Injury
3.6. Brain
3.6.1. Anatomy
3.6.2. Injury and concussions
4. Motor Skill Learning
4.1. Defining and assessing learning
4.2. Stages of learning
4.2.1. Fitts and Posner 3-stage model
4.2.2. Gentile's 2-stage model
4.2.3. Bernstein description of learning process
4.3. Transfer of Learning
4.3.1. Importance
4.3.2. Positive
4.3.3. Negative
4.3.4. Bi-lateral
4.4. Detecting errors
4.5. Correcting errors
4.6. Measurement
4.6.1. Plateaus
4.6.2. Measurement curves
4.6.3. Retention and transfer tests
5. Instructional Methods
5.1. Demonstration
5.2. Verbal instructions
5.3. Augmented feedback
5.3.1. Feedback types
5.3.2. Feedback timing
5.3.3. Role of feedback
5.3.4. Content of feedback
5.3.5. Knowledge of performance (KP)
5.3.6. Knowledge of results (KR)
5.3.7. KP delay and affect on learning
6. Practice Design
6.1. Progressions and sequencing
6.2. Whole versus part practice
6.2.1. Complexity and organization
6.2.2. Part practice design and results
6.2.3. Whole practice design and results
6.3. Speed accuracy tradeoff
6.4. Goal setting
6.4.1. Outcome goals
6.4.2. Process goals
6.4.3. Performance goals
6.4.4. SMART goals
6.5. Mental practice
6.6. Amount and distribution of practise
6.6.1. Specificity
6.6.2. Variable, constant, random and blocked
6.6.3. Massed and distributed
6.6.4. Interference
6.6.5. Time on task
7. Motor Research
7.1. Conducting Research
7.1.1. Literature review
7.1.2. Setting a hypothesis
7.1.3. Conducting experimental procedures
7.1.4. Analyzing statistics and interpreting results
7.1.5. Drawing conclusions
7.1.6. Application of class content/theories to results
7.1.7. Creating written and graphic report
7.2. Understanding research bias
7.2.1. Validity
7.2.2. Reliability
Upon successful completion of this course, students will be able to:
1. Demonstrate the ability to classify skills, assess learners and measure performances to improve motor skill acquisition.
2. Create practical strategies for skill improvement by applying motor performance factors as they pertain to a learner’s memory, stages of learning, attention and anxiety and/or arousal.
3. Discuss and apply motor control principles in the leading of motor skills, error detection and correction of movement and the creation of movement strategies in a variety of movement scenarios.
4. Discuss and apply the factors affecting motor skill learning as it pertains to skills, learners, movement strategies and assessments.
5. Describe a variety of instructional methods that can be effectively used to teach, lead and provide feedback in a variety of movement settings.
6. Explain how different practice types and designs may influence motor skill acquisition.
7. Apply active learning, critical thinking and problem solving in quantitative motor skills research.
Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation may include the following:
Labs and Lab Quizzes 10-30%
Research Project 15-25%
Tests 20-30%
Case Study 20-40%
Total 100%
Consult the Douglas College Bookstore for the latest required textbooks and materials. A list of recommended textbooks and materials is provided on the instructor's course outline, which is available to students at the beginning of each semester.
Example textbooks and materials may include:
Coker, C. A. (2018). Motor Learning & Control for Practitioners. Scottsdale, AZ : Holcomb Hathaway Publishers.
Courses listed here must be completed prior to this course:
- No prerequisite courses
Courses listed here must be completed either prior to or simultaneously with this course:
- No corequisite courses
Courses listed here are equivalent to this course and cannot be taken for further credit:
- No equivalency courses